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All Journal Jurnal Kreatif Tadulako Online Edufisika: Jurnal Pendidikan Fisika DWIJA CENDEKIA: Jurnal Riset Pedagogik JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Ilmiah Pendidikan Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JPF : JURNAL PENDIDIKAN FISIKA Musamus Journal of Science Education Jurnal Penelitian Pendidikan Fisika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Lensa: Jurnal Kependidikan Fisika
Andi Reski
Universitas Musamus
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Measures Teachers’ Perceptions of Differentiated Instruction : A Combination of Guttman Scale and Item Response Theory Desy Kumala Sari; Dadan Rosana; Supahar Supahar; Pri Ariadi Cahya Dinata; Andi Reski
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.11841

Abstract

This study aims to develop an instrument for teachers’ perceptions of differentiated instruction by adopting Oriondo and Antonio's instrument development model. This study involves three stages of development: instrument planning, pilot testing, and measurement. The respondents involved were 152 subject teachers at the secondary school level. The instrument developed contains differentiated instruction principles: learning environment, quality curriculum, responsive teaching, continuous assessment, and leadership and routines. A combination of the Guttman Scale and Item Response Theory was used to measure teachers' perceptions, which gave significant results. The analysis results show that most instrument items follow the model used, but some items require adjustment. The implication of this study is the importance of developing valid and reliable instruments to measure teachers' perceptions of differentiated instruction. The findings can contribute to improving classroom learning practices and student learning outcomes. Thus, this study provides a strong foundation for the development of teacher professionalism and the overall improvement of education quality.
Co-Authors Anderias Henukh Dadan Rosana Desy Kumala Sari Desy Kumala Sari Helga Charolina A. Silubun I D Palittin Ivylentine Datu Palittin Jua, Selestina Kostaria Kurduka, Dewi Yana Marni Bawawa Merta Simbolon Mitra Rahayu Nhu Le, Nguyen Novike Bela Sumanik Nurlayli Hasanah Nurlayli Hasanah Obina, Wilfrida Mayasti Pri Ariadi Cahya Dinata Putra, Don Jaya R Astutik Retno Dwi Lestari Sari, Desy Kumala Supahar, Supahar Tutik Yuliatun Uskenat, Kristina Yuliatun, Tutik